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介绍医学生临床生物化学课程中作为学习和评估策略的团体开放卷考试

Basmah Eldakhakhny^1,2, Aliaa A Alamoudi¹, Hoda Gad^1,3

¹Department of Clinical Biochemistry, King Abdulaziz University Faculty of Medicine, Jeddah, SAU.

|February 7, 2024

概括

组合修改的团队学习和开放式考试 (TBL/OBE) 提供了一种成功的临床生物化学教学策略. 医学学生发现这种方法是有效的,并喜欢它超过传统的方法.

科学领域:

医学教育医学教育
生物化学教育教育生物化学教育

背景情况:

有效的教学和评估方法对于最大限度地提高医学学生的学习体验至关重要.
本研究引入了一种组合修改的基于团队学习和开放式考试 (TBL/OBE) 的临床生物化学方法.

研究的目的:

实施和评估结合改性TBL/OBE作为临床生物化学中的学习和评估策略.
评估医学学生对这种创新的教育方法的看法.

主要方法:

医学二年级学生在临床生物化学课程中参加了TBL/OBE评估.
评估包括开放式和封闭式的问题格式.
通过结构化调查后评估收集了学生的看法.

主要成果:

在358名学生中,76%的人更喜欢开放式考试 (OBE) 格式,84%的人认为这是合适的.
与封闭式考试 (CBE) 相比,OBE格式被认为更难 (p=0.015) 但具有较低的歧视因子 (p=0.0016).
男学生报告说,他们发现OBE问题更容易,压力更小.

结论:

组合修改的TBL和OBE模型是临床生物化学的成功学习和评估策略.
这种方法对学生的参与和对学习的看法产生了积极的影响.
这些发现支持将TBL/OBE纳入医学生物化学教育.

关键词:

临床生物化学临床生物化学开放式的书面考试.这是学生的成绩.学生的感知学生的感知.基于团队的学习学习

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